Apprentissage mobile : Impact des applications éducatives sur l'apprenant. Cas de l’application de soutien PC2A

La grande évolution des technologies mobiles et leur utilisation accrue a rendu nécessaire leur intégration dans le monde de l'éducation; d'où le concept de l'apprentissage mobile. Cette contribution vise à étudier l‟impact de l‟apprentissage mobile sur l‟élève marocain, particulièrement en termes de soutien scolaire hors classe. Une revue de la littérature a permis d‟étudier cet impact indirectement à travers l'étude de l‟influence que pourrait avoir l‟apprentissage mobile sur les piliers de l‟apprentissage (motivation, engagement, etc.). Parallèlement, nous avons conçu et développé deux applications mobiles visant le soutien des acquis relatifs aux sciences physiques au profit des apprenants collégiens et lycéens. La partie empirique détaille notre méthodologie ainsi que les résultats obtenus. L‟expérimentation de l‟application PC2AC qui concerne la deuxième année du collège a permis en effet d'étudier l'effet positif sur les acquis via des tests de connaissances disciplinaires ainsi que la positivité des attitudes des élèves via un court questionnaire

Les TICE auMaroc Entre instauration technologique et conduite de changement, cas des établissements scolaires

Des résultats d’études relatives à l’intégration des technologies d’information et de communication pour l’Enseignement (TICE) au Maroc révèlent un taux d’intégration en deçà des objectifs escomptés malgré un contexte institutionnel favorisant la généralisation des TICE. Partant de ces constats, les travaux de cette recherche ont été axés sur l’analyse des rapports personnels des enseignants marocains aux TICE dans un cadre de conduite de changement. Avant de caractériser lesdits rapports, il a été nécessaire de procéder d’abord à l‘analyse des documents officiels puis ceux des résultats de recherches antérieures, alimentés par ceux de dépouillement du questionnaire que nous avons élaboré et soumis à des enseignants volontaires de différents cycles et régions du Maroc. Les principaux résultats semblent en faveur d’une vision floue en lien avec le programme GENIE ou méconnue de certains répondants et l’incidence des réformes promues sur les pratiques enseignantes demeure timide malgré les efforts louables de généralisation. Previous research findings revealed that integration of information and communication technology (ICT) in schooling is below expectations even though the institutional context promotes the use of ICT. Based on this, the purpose of this study is to investigate the relationship Moroccan teachers have to the use of ICT by adapting leading change approach. To do this, we first analyzed official documents and speeches and results of previous studies. Also, we studied the results of the questionnaire that we developed and distributed to teachers from different school levels and areas. The results of this study show that some teachers have a blurred vision of the ICT project ‘GENIE’ and some of them ignore what this project is about. This investigation concluded that reforms to integrate ICT in schooling remain very limited despite efforts to spread the use of technology in theMoroccan school

Noncommutative Geometry Framework and The Feynman's Proof of Maxwell Equations

The main focus of the present work is to study the Feynman's proof of the Maxwell equations using the NC geometry framework. To accomplish this task, we consider two kinds of noncommutativity formulations going along the same lines as Feynman's approach. This allows us to go beyond the standard case and discover non-trivial results. In fact, while the first formulation gives rise to the static Maxwell equations, the second formulation is based on the following assumption $m[x_{j},\dot{x_{k}}]=i\hbar \delta_{jk}+im\theta_{jk}f.$ The results extracted from the second formulation are more significant since they are associated to a non trivial $\theta$-extension of the Bianchi-set of Maxwell equations. We find $div_{\theta}B=\eta_{\theta}$ and $\frac{\partial B_{s}}{\partial t}+\epsilon_{kjs}\frac{\partial E_{j}}{\partial x_{k}}=A_{1}\frac{d^{2}f}{dt^{2}}+A_{2}\frac{df}{dt}+A_{3},$ where $\eta_{\theta}$, $A_{1}$, $A_{2}$ and $A_{3}$ are local functions depending on the NC $\theta$-parameter. The novelty of this proof in the NC space is revealed notably at the level of the corrections brought to the previous Maxwell equations. These corrections correspond essentially to the possibility of existence of magnetic charges sources that we can associate to the magnetic monopole since $div_{\theta}B=\eta_{\theta}$ is not vanishing in general.Comment: LaTeX file, 16 page

Face recognition of face images with hidden parts using Gabor wavelets and PCA

Face Recognition is one of the biometric methods that has recently gained significant attention at the level of research and the scientific community. However, in some special cases, face recognition methods can be sensitive to illumination, facial expressions, aging, face orientation, pose variation and hidden parts of face images, which make recognition very difficult. In this paper, we are interested in the hidden parts of a face image specifically those hidden by facial hair and/or a hair style. We first tested the Eigenfaces method for these modified images; but this approach failed to recognize them. So we have proposed an algorithm that combines Gabor magnitude and phase and PCA. To evaluate the efficiency of our algorithm, we used a variety of face images of FEI Brazilian database and hid the hairstyle and facial hair (barbs) to recognize them from the database images. The obtained results show that the proposed method (Gabor filter and PCA) attained high efficiency in the recognition for this type of problem